Centre for Excellence in Learning and Teaching | Karen Densky and Catharine Dishke

Evidencing your Teaching for Promotion, Tenure, and Awards

Warm up activity – 2 minutes!

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Centre for Excellence in Learning and Teaching

Overview

This workshop will explore dimensions of teaching using an educational leadership mapping tool that will help to evidence and support your teaching skills beyond course evaluations.

Learning Outcomes

By the end of this session, you will be able to:

• Describe what educational leadership means from a TRU perspective

• Use the Educational Leadership Mapping (ELM) framework to identify and list your own educational leadership activities and associated evidence

• Establish “impact” of your educational leadership using a five question impact framework

• Generate ways to compile your educational leadership activities and impact evidence in your teaching portfolio

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Agenda9-11 am

1. Welcome and introductions

2. TRU perspectives on

educational leadership

3. Educational leadership and

the ELM framework

4. Moving from lists to impact

Educational Leadership means having an impact beyond one’s classroom.

A description of professional development in the pedagogical area. Here one might describe steps taken to improve one's own teaching and how each activity has directly impacted one’s own teaching, such as: • Participating in seminars, workshops, or professional meetings concerned

with the improvement of teaching; • Presenting or publishing articles, commentaries or reviews related to

teaching; • Receiving instructional development grants; • Use of instructional innovations and evaluating their effectiveness; • Evidence of special assistance given to colleagues in the area of

improvement of teaching (e.g. through a Mentorship program), or activities connected with the training and orientation of teaching assistant; and

• Analysis of course evaluation data that demonstrates a reflective scholarly teacher.

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Article 6- Appendix 1

The ELM Framework

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Dimensions of Teaching1. Delivery. This refers to the broad range of activities that support and facilitate

learning, including the time spent interacting with students in class, out of class, in office hours, seminars etc. The key feature is that activities that fall within this dimension are directly observable by students.

2. Design. The design and development of opportunities for learning: Development and design of modules, courses, program and curricula. Generally not observable directly by students, but vital to the coherence of the educational offerings they receive.

3. Development. The personal and professional growth from engaging in a process of reflective and scholarly teaching. This is part of an on-going process by which we understand, reflect on, and modify our approaches or attitudes to teaching based on interactions with colleagues, collaboration with other experts, from experience and reflection and from staying current with our disciplinary practices.

4. Dissemination. The combined elements of scholarship and dissemination, making public the processes and outcomes of our reflective enquiry, experimentation and evaluation of teaching and learning innovations, activities and approaches.

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Forms of EnactmentLeadership. The leadership of teaching and learning: embedding notions of enhancement, innovation and change, with impact that extends beyond one’s own classroom. The activities undertaken to lead, influence and support others to innovate, enhance or change their practice or approach in any of these areas of teaching.

Management. The enabling of teaching and learning: the creation organizational conditions and execution of processes to support learning and teaching. There is a strong overlap with management and service contributions in the area of teaching (“doing things right”) and contributions to the work of a group, team or combined effort.

Practice. The practice of teaching and learning: what is done as part of the work of the individual.

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Examples

1. Participated on a curriculum committee

2. Designed and proposed a new field course

3. Published an article with a student about an undergraduate research project related to teaching

4. Served as department chair

5. Co-chairing the Teaching Practices Colloquium Committee

6. Received an OER development grant

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Designed a new field course

Led the publication and presentation of a research project related to teaching

Mapping Activity

• Working alone, then in groups, begin to fill out the map on your table.

• Consider the various ways that you demonstrate the various dimensions of teaching as well as forms of enactment.

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Priorities (departmental/ faculty

institutional)

Capacity (provision of support for

teaching and learning activities)

Curriculum (course/ program offerings,

accreditation)

Literature (scholarly, wider publishing,

media)

Practice (colleagues & the discipline)

Student success (learning, program outcomes,

engagement, well-being)

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Moving from Lists to ImpactHow has your activity made a difference?

People Products Processes

Evidence of Impact

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• What might evidence of impact look like for you?

• Individually, then in groups of 2, discuss what you would consider as evidence of impact.

• In groups of 4, compile a list of what you would consider as evidence of impact.

Faculty workshops

Scholarship day

Practice update workshop

New technology

New Resources

New space development

Lead program accreditation

Exam stats- using to develop for exams

Publications

Course evaluations, I.e. transparent expectations

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People Products Processes

Increased student engagement- stats from alumni/ contact with employers

Audience response systems

Student evaluationsResults of direct intervention- survey/ exit interview

Narrative reflection on new activity used in class

Sharing ideas with colleagues leading to change in courses

Securing funding

Online interactive tool led to reduction in teaching time, improved accessibility, practical application, able to monitor success, and show how many student completed

Participation rates/ completion

APAR- journal and conference significance, how and what I learned

Pulling it Together

Educational leadership in 5 questions

1. What did you do?2. What are the outputs from

doing it?3. What impact has it had on

people, processes and products?

4. How do you know?5. How is it documented in

your CV and teaching dossier?

The map is a tool to help you place your activities and reflect on your professional role.

Sharing how, when, and where your work has influenced or made a difference for others demonstrates the impact of your educational leadership.

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Teachers

use themselves as bridges

over which they invite their

students to cross;

then, having facilitated their

crossing

joyfully collapse,

encouraging them to create

bridges of their own.

Nikos Kazantzakis

References & Resources

De Rijdt, C., Tiquet, E., Dochy, F., & Devolder, M. (2006). Teaching portfolios in higher education and their effects: An explorative study. Teaching and Teacher Education, 22(8), 1084-1093.

Iqbal, I. & Albon, S. (2016). Using your teaching portfolio to showcase your educational leadership. UBC Centre for Teaching, Learning and Technology. Link

Olsson, T. & Roxå, T. (2013) Assessing and rewarding excellent academic teachers for the benefit of an organization, European Journal of Higher Education, 3(1), 40-61. DOI: 10.1080/21568235.2013.778041

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